Statement–Courses of Action (population education gaps among teachers): The Minister notes that teachers are unfamiliar with population education's need, importance, and meaning, and unclear about their roles; decide which course(s) follow—(I) include population education in college curricula, (II) conduct teacher orientation on population education—targeting the expressed deficiency.

Given data

• Statement: Teachers lack familiarity and clarity regarding population education and their responsibilities in it.
• Course I: Integrate population education into college curricula.
• Course II: Run teacher orientation programmes on population education.

Concept / ApproachAddress immediate teacher-side gaps while institutionalising the subject for sustained impact.

Step-by-step evaluationStep 1: Course II directly remedies teacher unfamiliarity via structured training.Step 2: Course I mainstreams the subject, ensuring future cohorts (including trainee teachers) internalise it; it supports long-term ecosystem capacity.Step 3: Therefore, both measures are warranted and complementary.

Verification / AlternativeEducation reforms typically blend curriculum integration with faculty development for durable outcomes.

Common pitfalls

• Assuming that only teacher training or only curriculum change suffices; the statement motivates both.

Final AnswerBoth I and II follow.